Dawn Christensen on wed 6 aug 03
In a message dated 8/6/2003 8:22:49 AM Central Daylight Time,
clennell@VAXXINE.COM writes:
> . When the teacher spoke, no one else did.
> A rule I still insist upon when teaching. It's just good manners
Friends,
> I keep a set of wind chimes in my class and swipe them occasionally.
> It is an unusual sound for middle school students and in this M TV world it
> gets their attention. I have very few rules, or at least different rules
> than the academic classes. This (above / from Tony's post ) is one of them).
> I observed a teacher once who spoke quieter rather than louder when in a room
> and those kids knew that if they missed that information they would be
> responsible for it so they hushed in a hurry. Teaching in part, is teaching how
> to learn.
This is an interesting thread for me, as well as the one on
MFA programs. I admire and applaud those of you who are looking to further
your education. From what I know about you and your work; you will give
a lot as well as learn. (Tony, I had a chance to say hello at Cambridge
and I appreciate you taking a few minutes to talk. I love reading your
posts) When I first went back, I had peers (professors) who would say,
what are you doing here. You're going to upset my class. And I did. I want
answers, real answers. So will you. Challenge them.
I went back to school two years ago when a local college
(Cardinal Stritch University) offered a program that was friendly to teachers
schedules. We (a cohort of 12) would take one 3 credit class every
semester and 9 credits every summer, plus thesis, show. We were all teachers
from every level in a surrounding 125 mile radius. Some drove every week,
some stayed in the dorms during summer. It was a wonderful experience.
Critical, demanding (of ourselves and the program), very vocal, and
supportive. Only two professors have not returned as a result of the
evaluations from two separate cohorts. Teachers will tell you who can teach
successfully and who cannot. The best professor was one who would say "I don't
know let's try it together" There was a lot of innovation. In process and
materials. Sounds like Mel's farm, everyone sharing. I think the reason
the program was so successful was the support and everyone's own personal
drive. Know what you want and where you want to go. Question and don't
let anyone give you an answer that is not satisfying. I was always one of
those "why kids." Good luck with your search and your learning. It was one of
the most productive times in my life. Having many work with me and
around me was key. It was such a fertile environment.
Concerning teaching (life). I believe you teach people how to
treat you. I am also conscious of learning disabilities as I learn
differently than other people. Attention span can vary greatly from person to
person. Processing can be auditory, visual, kinesthetic. I try to help my
students use their strengths to learn. My first day this school year
will be spent giving demos and jumping right into projects. I get their
attention right away and usually keep it. I change things a lot because what
works with one class doesn't always work with another. I try to provide a
change of state at least every 15 minutes and provide review at the end
so we don't leave anyone behind. I have been fortunate to have good
teachers in my life. They always pushed me, expected a lot and taught me to do
the same of myself. Some of the naughtiest students just love clay and will
improve their behavior just to do it. Just my . 02 Dawn
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